DOCSLIB.ORG

Accommodation Use by Individuals with Disabilities in Occupational Therapy Fieldwork

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Accommodation Use by Individuals with Disabilities in Occupational Therapy Fieldwork Volume 3 Issue 4 Article 7 2019 Accommodation Use by Individuals with Disabilities in Occupational Therapy Fieldwork Rebecca Ozelie Rush University Megan Delehoy Rush University Sierra Jones Rush University Erin Sykstus Rush University Victoria Weil Rush University Follow this and additional works at: https://encompass.eku.edu/jote Part of the Occupational Therapy Commons Recommended Citation Ozelie, R., Delehoy, M., Jones, S., Sykstus, E., & Weil, V. (2019). Accommodation Use by Individuals with Disabilities in Occupational Therapy Fieldwork. Journal of Occupational Therapy Education, 3 (4). https://doi.org/10.26681/jote.2019.030407 This Original Research is brought to you for free and open access by the Journals at Encompass. It has been accepted for inclusion in Journal of Occupational Therapy Education by an authorized editor of Encompass. For more information, please contact [email protected]. Accommodation Use by Individuals with Disabilities in Occupational Therapy Fieldwork Abstract The number of individuals enrolling in postsecondary education with a diagnosed disability is rising. However, the literature reflects a gap between mandated institutional policies and the extent of accommodation use and success. This study examines the use, type, and prevalence of accommodations used by students with disabilities completing occupational therapy fieldwork otations,r as well as the common barriers to accommodation access. Snowball sampling methodology was utilized to send out a 26-item questionnaire to occupational therapists and occupational therapy assistants. Two hundred and ninety-two occupational therapists and occupational therapy assistants answered the questionnaire to identify disability type, disclosure of disabilities, and types of accommodations used during fieldwork. Results indicated that 47 respondents (16.91%) reported having either a visible and/or invisible disability but of those respondents, only 25 (55.56%) disclosed their disability during postsecondary education. Of the respondents who identified having a disability during fieldwork, 22 (51.16%) perceived that their disability presented challenges, while only 17 (38.64%) requested accommodations. As more than half of respondents felt their disability presented challenges during their fieldwork, strategies are suggested to encourage students to feel more comfortable disclosing their disability. Through creating a culture of openness to disabilities and understanding individual student needs, there is a potential to help increase the rate of disclosure of disability and potentially decrease some of the challenges experienced by students with disabilities on fieldwork. urF ther research is needed to develop guidelines and programming for fieldwork educators on how to best incorporate accommodations into their programs. Keywords Fieldwork, accommodations, students with disabilities Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Acknowledgements The authors would like to acknowledge Laura VanPuymbrouck, PhD, OTR/L, Marie Ferro-Lusk, MBA, MSW, LSW, and Lauren Little, PhD, OTR/L, for their thoughtful discussion and contribution to the manuscript. This original research is available in Journal of Occupational Therapy Education: https://encompass.eku.edu/jote/ vol3/iss4/7 Volume 3, Issue 4 Accommodation Use by Individuals with Disabilities in Occupational Therapy Fieldwork Rebecca Ozelie, DHS, OTR/L Megan Delehoy, Sierra Jones, Erin Sykstus, and Victoria Weil Rush University, Chicago United States ABSTRACT The number of individuals enrolling in postsecondary education with a diagnosed disability is rising. However, the literature reflects a gap between mandated institutional policies and the extent of accommodation use and success. This study examines the use, type, and prevalence of accommodations used by students with disabilities completing occupational therapy fieldwork rotations, as well as the common barriers to accommodation access. Snowball sampling methodology was utilized to send out a 26- item questionnaire to occupational therapists and occupational therapy assistants. Two hundred and ninety-two occupational therapists and occupational therapy assistants answered the questionnaire to identify disability type, disclosure of disabilities, and types of accommodations used during fieldwork. Results indicated that 47 respondents (16.91%) reported having either a visible and/or invisible disability but of those respondents, only 25 (55.56%) disclosed their disability during postsecondary education. Of the respondents who identified having a disability during fieldwork, 22 (51.16%) perceived that their disability presented challenges, while only 17 (38.64%) requested accommodations. As more than half of respondents felt their disability presented challenges during their fieldwork, strategies are suggested to encourage students to feel more comfortable disclosing their disability. Through creating a culture of openness to disabilities and understanding individual student needs, there is a potential to help increase the rate of disclosure of disability and potentially decrease some of the challenges experienced by students with disabilities on fieldwork. Further research is needed to develop guidelines and programming for fieldwork educators on how to best incorporate accommodations into their programs. Published by Encompass, 2019 Journal of Occupational Therapy Education, Vol. 3 [2019], Iss. 4, Art. 7 2 LITERATURE REVIEW The number of graduate students with disabilities enrolled in postsecondary education is increasing (U.S. Department of Education, National Center for Education Statistics, 2019). The National Center for Education Statistics (2019), in a profile of students in graduate education, reported that 11.9% of post baccalaureate students had some type of disability. The Americans with Disabilities Act Amendments Act (ADAAA; 2008) defines a person with a disability as an individual with a physical and/or mental impairment that limits their ability to engage in one or more major life activity. The literature often categorizes disabilities as being visible or invisible (Grimes, Scevak, Southgate, & Buchanan, 2017; Osborne, 2019; Ysasi, Becton, & Chen, 2018). The Invisible Disabilities Association defines (n.d.a.) invisible disabilities as conditions that limit a person’s ability to participate in activities but cannot be visibly seen by those around them. Visible disabilities, conversely, include all disabilities objectively observed by others (Invisible Disabilities Association, n.d.b). The increase in students with disabilities in postsecondary education can be partly attributed to the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act. These pieces of legislation increased the rights of students with disabilities by protecting them against discrimination while also requiring college campuses to be accessible for all (Deckoff-Jones & Duell, 2018). One way to give students equal access to the learning environment is through reasonable accommodations. According to the ADA, reasonable accommodations may include making already established facilities accessible and usable to individuals with disabilities or “job restructuring, part-time or modified work schedules, acquisition or modification of equipment or devices, appropriate adjustment or modifications of examinations, training materials or policies, the provision of qualified readers or interpreters, and other similar accommodations for individuals with disabilities” (U.S. Equal Employment Opportunity Commission, 2008). Schools are required to provide reasonable accommodations for students with disabilities (Deckoff-Jones & Duell, 2018), which can include changes in equipment, techniques, or curriculum (Disabilities, Opportunities, Internetworking, and Technology, 2017). Disability services offices exist in most institutions of higher education (Thompson, 2018), and these disability services may offer individualized support through personalized accommodations; referral information; informing students of services; distribution of materials to students, faculty, and staff; and hosting educational sessions designed to inform and educate students about disabilities. Personalized accommodations are not intended to give students advantages over their peers, to change specific course features, or to decrease academic rigor. Instead, personalized accommodations are designed to ensure that students are given equal opportunities (Disabilities, Opportunities, Internetworking, and Technology, n.d.). Although students with disabilities are offered services at the institutional level, many students with disabilities continue to face barriers to successful accommodation use. This can result in lower attendance and decreased graduation rates compared to students without disabilities (Marshak, Wieren, Ferrell, Swiss, & Dugan, 2010). Collins and Mowbray (2005) surveyed over 275 schools across the nation regarding perceived https://encompass.eku.edu/jote/vol3/iss4/7 DOI: 10.26681/jote.2019.030407 Ozelie et al.: Accommodation Use and Fieldwork 3 barriers for students with disabilities. The results indicated that students enrolled in higher education reported barriers to accessing disability services which included: fear of disclosing, lack of knowledge by students or faculty of the services, fear of being stigmatized, lack of proper supported educational programs, not seeing themselves as having
Load more

Recommended publications
  • Lysostories™ a Publication from Your Healthcare Advocates
    This newsletter is sponsored by Genzyme Corporation. Genzyme by sponsored is newsletter This September 2007 LysoStories™ A Publication from your Healthcare Advocates What’s New Welcome Take a look at the updated MPSI website at We hope that you enjoy reading this issue of LysoStories, a newsletter designed by Health Care Advocates for patients www.mpsIdisease.com and families with lysosomal storage disease (LSDs). If you have a suggestion for an article or would like to tell your story, please contact a member of the Publications Committee. Don’t miss the National Gaucher Foundation • Karen Grinzaid, MS, CGC • Erin O’Rourke, MS, CGC • Lisa Sniderman King, M.Sc, CGC Conference in Atlanta on October 14 and 15, Emory University School of Medicine Genzyme Liaison University of Washington 2007. This year’s conference, “Science Evolv- (404) 778-8516 (412) 734-1534 (206) 987-1406 ing - Where It’s Taking Us - A Look into the Future [email protected] [email protected] [email protected] for Gaucher Disease” will be held at the Westin Peachtree Plaza, 210 Peachtree Street, Atlanta, • Nadene Henderson, MS, GCG • Nita Patel, RNC, BSN Georgia. To register, visit the NGF website University of Pittsburgh Saint Peter’s University Hospital at www.gaucherdisease.org or email: (800) 334-7980 (732) 745-6681 [email protected]. [email protected] [email protected] Center News Having invisible disabilities also has affected how A Publication from your Healthcare Advocates Healthcare your from Publication A Patient Story I relate to others. I know that I should not make Lysosomal Storage Disease Center Stories Lyso judgments based only on what I see.
    [Show full text]
  • Invisible Disabilities and the ADA
    EMPLOYMENT Legal Briefings Invisible Disabilities and the ADA By Equip for Equality1 When someone has an “invisible disability,” such as diabetes, epilepsy, mental health disabilities, traumatic brain injury, or HIV/AIDS, the “invisible” nature of the disability raises unique issues for both the employer and the employee. This legal brief will review the legal issues and court decisions when “invisible” disabilities are at issue. The focus of this legal brief will be on:2 1. Whether the condition constitutes a disability under the ADA as amended; 2. Medical inquiries, examinations, and disability disclosure; 3. Confidentiality; 4. Disabilities must be known by the employer to establish an ADA violation; and 5. Disability harassment. I. Does the Condition Constitute a Disability Under the ADA? The first question in any ADA case is whether the employee is a person with a disability under the ADA. This question is more liberally construed under the ADA Amendments Act of 2008 (ADAAA), which went into effect in 2009.3 The ADAAA provides greater protections for individuals with invisible disabilities due to several changes made in the law. These changes include: liberalizing the definition of disability, removing the requirement that mitigating measures be taken into account when assessing whether an individual has a substantial limitation, and adding additional major life activities including a separate category that includes “major bodily functions.” Congress’ primary focus in enacting the ADAAA was to make clear that the Supreme Court and lower courts had unduly narrowed the definition of disability and, as a result, many people with impairments that it had intended to be covered, had been deemed not to have an ADA disability.4 A.
    [Show full text]
  • Guidelines: How to Write About People with Disabilities
    Guidelines: How to Write about People with Disabilities 9th Edition (On the Cover) Deb Young with her granddaughters. Deb is a triple amputee who uses a power (motorized) wheelchair. Online You can view this information online at our website. You can also download a quick tips poster version or download the full pdf of the Guidelines at http://rtcil.org/sites/rtcil.drupal.ku.edu/files/ files/9thguidelines.jpg Guidelines: How to Write about People with Disabilities You can contribute to a positive image of people with disabilities by following these guidelines. Your rejection of stereotypical, outdated language and use of respectful terms will help to promote a more objective and honest image. Say this Instead of How should I describe you or your disability? What are you? What happened to you? Disability Differently abled, challenged People with disabilities, disabled Handicapped Survivor Victim, suffers from Uses a wheelchair, wheelchair user Confined to a wheelchair Service dog or service animal Seeing eye dog Accessible parking or restroom Handicapped parking, disabled stall Person with Down syndrome Mongoloid Intellectual disability Mentally retarded, mental retardation Autistic, on the autism spectrum, atypical Abnormal Deb Young with her granddaughters. Deb is a triple amputee who uses a power Person with a brain injury Brain damaged motorized) wheelchair. Person of short stature, little person Midget, dwarf For More Information Person with a learning disability Slow learner, retard Download our brochure, Guidelines: How Person with
    [Show full text]
  • Foetal Alcohol Spectrum Disorder: the Invisible Disability
    Education and Health Standing Committee Foetal Alcohol Spectrum Disorder: the invisible disability Report No. 15 Legislative Assembly September 2012 Parliament of Western Australia Committee Members Chairman Dr Janet Woollard, MLA Member for Alfred Cove Deputy Chairman Mr Peter Watson, MLA Member for Albany Members Dr Graham Jacobs, MLA Member for Eyre Ms Lisa Baker, MLA Member for Maylands Mr Peter Abetz, MLA Member for Southern River Committee Staff Principal Research Officer Dr Brian Gordon Research Officer Ms Lucy Roberts Legislative Assembly Tel: (08) 9222 7494 Parliament House Fax: (08) 9222 7804 Harvest Terrace Email: [email protected] PERTH WA 6000 Website: www.parliament.wa.gov.au/ehsc Published by the Parliament of Western Australia, Perth. September 2012. ISBN: 978-1-921865-58-9 (Series: Western Australia. Parliament. Legislative Assembly. Committees. Education and Health Standing Committee. Report 15) 328.365 Education and Health Standing Committee Foetal Alcohol Spectrum Disorder: the invisible disability Report No. 15 Presented by Dr Janet Woollard MLA Laid on the Table of the Legislative Assembly on 20 September 2012 Chair’s Foreword In 2009, the National Health and Medical Research Council (NHMRC) published the “Australian Guidelines to Reduce Health Risks from Drinking Alcohol”. Guideline 4 for Pregnancy and breastfeeding: Maternal alcohol consumption can harm the developing foetus or breastfeeding baby. A For women who are pregnant or planning a pregnancy, not drinking is the safest option. B For women who are breastfeeding, not drinking is the safest option.1 The safest way for a mother to ensure there is no harm to her unborn child from her alcohol consumption is not to drink alcohol during pregnancy.
    [Show full text]
  • Let's Discuss Invisible Disabilities
    Making the Invisible Visible: Let’s Discuss Invisible Disabilities Michael Edward Goodwin, BSc Indiana University, 1001 East 3rd St, Bloomington, IN 47405 [email protected] Abstract Despite the passage of laws aimed at increasing access and equitable opportunities for students with disabilities in postsecondary education, issues related to disability continue to be rarely discussed in topics related to diversity, inclusion, and educational reform. Disability represents not only an immensely diverse section of the general population, it is a term that is problematic to define, and a term embroiled in controversy, both historically and from a current day perspective. This short piece invites readers to consider the history of how disability has been defined, explores specific issues faced by those living with ‘invisible disabilities’, such as learning disabilities and attention deficit hyperactivity disorder (ADHD), increases awareness of how these issues may affect educational outcomes, and encourages educators to seek best teaching practices that can address the specific needs of particular students in their classes. https://doi.org/10.21692/haps.2020.101 Key words: Invisible disabilities, students with disabilities, equitable opportunities Introduction Access to higher education for individuals with disabilities and curriculum reform, instead being relegated to webpages has increased steadily since the 1970s, especially in recent dedicated to accommodations and services. Central to his decades. In 1995-96, nationally representative data found argument, Davis (2011) notes that within his own field of that students with self-reported disabilities represented literary theory and cultural studies, one publication contained approximately six percent of the overall undergraduate only one essay dedicated to disability (which he authored) and population in postsecondary education (Horn 1999), while found was subsequently removed from future editions.
    [Show full text]
  • INVISIBLE DISABILITY DISCLOSURE by JACQUELINE CÔTÉ Integrated
    INVISIBLE DISABILITY DISCLOSURE By JACQUELINE CÔTÉ Integrated Studies Project submitted to Dr. Ken Banks in partial fulfillment of the requirements for the degree of Master of Arts – Integrated Studies Athabasca, Alberta August, 2009 Disability Disclosure 2 Invisible Disability and Disclosure Introduction The purpose of this project is to study why some people with "invisible disabilities" do not disclose their disability, especially in work and school contexts. My hypothesis is that people who do not disclose their invisible disabilities fear discrimination. However, this lack of disclosure may keep them from receiving needed support or accommodations. People with invisible disabilities face a dilemma. Unlike people with visible disabilities, who generally do not have a choice in whether others are aware of their disabilities, people with invisible disabilities must decide whether or not to reveal their disabilities to others. Many choose not to reveal their invisible disability, and while this choice may sometimes be a benefit there are disadvantages as well. The first step in the research process was to conduct a literature review in order to determine what literature regarding invisible disability disclosure currently existed and to find literature to support why more study is needed. The review of literature also helped define who does or doesn’t disclose disability, some reasons why someone might not disclose, and finally what benefits there could be to disclosure. The review was drawn from online journals, government publications and books which were accessed via the internet and through the Athabasca library loan system. The next step in conducting this research was to construct a survey tool.
    [Show full text]
  • Invisible Disabilities: Stigma and Belonging 1
    Running head: INVISIBLE DISABILITIES: STIGMA AND BELONGING 1 Invisible Disabilities: Stigma and Belonging A Research Paper Presented to The Faculty of the Adler Graduate School ____________________________________________________________ In Partial Fulfillment of the Requirements for The Degree of Master of Arts in Adlerian Counseling and Psychotherapy ____________________________________________________________ By: Megan E. Shaw September 2012 INVISIBLE DISABILITIES: STIGMA AND BELONGING 2 Abstract This researcher sought to understand the struggles associated with invisible disabilities. Invisible Disabilities are just that, invisible, or unseen by the naked eye. Often, invisible disabilities have negative effects on a person’s self-worth and sense of belonging. There is also a stigma associated with a disabled person when one visibly cannot see the disability. The assumption often is if one cannot see it, the suffering must not be that bad. Along with the doubts of the public, internal struggles deepen for the invisibly-disabled person. Mental health professionals must learn how to deal with a client’s self-doubt, depression and feelings of inferiority to name a few. The American’s with Disabilities Act (ADA) has made strides in acknowledging invisible disabilities. However, positive strides can still be made by the public and helping profession to better serve people with invisible disabilities. INVISIBLE DISABILITIES: STIGMA AND BELONGING 3 TABLE OF CONTENTS Abstract…………………………………………………………………..………………………..2 Acknowledgements…………………………………………………………..……………………5
    [Show full text]
  • Invisible Disabilities
    Invisible Disabilities January 15, 2021 In News: Invisible Disability is an umbrella term that captures a whole spectrum of hidden disabilities or challenges that are primarily neurological in nature. What are Invisible Disabilities? Invisible Disability, or hidden disability, is an umbrella term that captures a whole spectrum of hidden disabilities or challenges that are primarily neurological in nature. Invisible disability, or hidden disability, are defined as disabilities that are not immediately apparent. Some people with visual or auditory disabilities who do not wear glasses or hearing aids, or discreet hearing aids, may not be obviously disabled. A sitting disability is another category of invisible impairments; sitting problems are usually caused by chronic back pain. Those with joint problems or chronic pain may not use mobility aids on some days, or at all. Although the disability creates a challenge for the person who has it, the reality of the disability can be difficult for others to recognize or acknowledge. Other Types of Invisible Disabilities Chronic Pain: A variety of conditions may cause chronic pain. A few of those reasons may be back problems, bone disease, physical injuries, and any number of other reasons. Chronic pain may not be noticeable to people who do not understand the victims specific medical condition. Chronic Fatigue: This type of disability refers to an individual who constantly feels tired. This can be extremely debilitating and affect every aspect of a person’s day life. Mental Illness: There are many mental illnesses that do qualify for disability benefits. Some examples are depression, attention deficit disorder, schizophrenia, agoraphobia, and many others.
    [Show full text]
  • Pathways to Success for Students with Invisible Disabilities
    Pathways to Success for Students with Invisible Disabilities Proceedings of an AccessComputing Capacity Building Institute at Landmark College April 8–9, 2013 Supported by National Science Foundation Pathways to Success for Students with Invisible Disabilities Proceedings of an AccessComputing Capacity Building Institute at Landmark College Multiple activities to increase the participation of students with disabilities, including veterans, in computing and information technology (IT) postsecondary education and career fields are coordinated by the Alliance for Access to Computing Careers (AccessComputing). AccessComputing is led by the Department of Computer Science and Engineering and the DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center at the University of Washington (UW) and is funded by the Computer and Information Science and Education (CISE) program of the National Science Foundation (#CNS-1042260). This publication shares the proceedings of Pathways to Success for Students with Invisible Disabilities, an AccessComputing-sponsored CBI that was held at Landmark College on April 8–9, 2013. The content may be useful for people who • participated in the CBI. • are on the local project teams of AccessComputing institutional partners. • want guidance for conducting a CBI at their institution, in their region, or at a national or international forum. • seek to increase their understanding of issues surrounding the participation of students, including veterans, with invisible disabilities in computing and IT studies and careers. • are motivated to engage in an electronic community to discuss these issues. 2 Pathways to Success for Students with Invisible Disabilities April 8–9, 2013 • would like to access resources to help them make their campus courses, services, and activities more welcoming and accessible to students with invisible disabilities.
    [Show full text]
  • How to Introduce Disability to Your Child
    INTRODUCING DISABILITY TO YOUR CHILD DID YOU KNOW? 1 in 5 in the world identify as having a disability. Disability is another form of human diversity. There are several categories of disability. Mental Illness Intellectual and The conversation and education Developmental Disability about disability starts at home. Invisible and Undiagnosed Using the "We Belong Together disabilities Puzzle" is a great way to begin Physical Disability this dialogue with your child. Sensory Disabilities KEY INFORMATION ABOUT DISABILITY FOR KIDS DISABILITY IS DISABILITY IS NOT SCARY PART OF HUMAN LIFE Disability is not bad, sad, or scary! A Disability is a form of human diversity, disability is not contagious, or or what makes us different as something you can catch. Some people humans! There are many things that are born with a disability and some make us different as humans, like our people can become disabled during skin color, ability, religious beliefs, their life. and more. TYPES OF DISABILITY WE ARE SIMILAR Not all disabilities are the same! A visible AND DIFFERENT disability is one you can see by looking at ALL people are different from one a person. Ex: a person who uses a another, but having a disability does wheelchair has a visible disability. An invisible disability is one you cannot see not make you MORE different. Every by looking at a person. Ex: somebody who human has differences in how they has a learning disability, or uses different look, think, move their body, or tools or supports to learn. comunicate. LEARNING EACH OTHERS' STORIES DON'T JUDGE IT'S OKAY TO JUST SAY A BOOK BY ASK QUESTIONS! ITS COVER! Curiosity is good and you The best way to learn Don't judge or guess should try to learn more about a person is to what a person can or about disability.
    [Show full text]
  • Service Animal.PA Brochure
    General Rule: with a hearing loss to the presence of people or sounds; assisting a person during a PA v. Housing: The Maine Human Rights Act (“MHRA”) seizure; providing physical support and requires that a place of public assistance with balance and stability to a The category of animals which PAs must accommodation (“PA”) allow the use of person with a mobility disability; reminding allow (service animals) is much more service animals by individuals with a person with an intellectual disability to restrictive than the category of animals disabilities. While there are some take a medication; and helping a person which must be allowed in housing exceptions, the general rule is one of with a psychiatric or neurological disability (assistance animals and service animals). inclusion, requiring that the PA allow the by preventing or interrupting problem PAs need only allow dogs individually service animal to be present. behaviors. A service animal is an aid that trained to perform a disability-related task. helps a person with a disability access What is a PA? services, like a wheelchair or cane. Service What can a PA ask a person with a animals are not pets. Service Animal? An establishment that is open to the general public; this may be by offering its What is an Assistance Animal? A PA may make two inquiries to determine goods/facilities/services to, or by whether a dog is a service animal: soliciting/accepting patronage from, the An assistance animal is an animal – not 1. Is the animal required because of a public. Some examples include: town or necessarily a dog- that is either determined disability? state buildings/agencies, professional necessary to mitigate the effects of a mental 2.
    [Show full text]
  • Cuerpos (Im)Pertinentes
    Cuerpos (im)pertinentes Un análisis queer-crip de las posibilidades de subversión desde la diversidad funcional Andrea García-Santesmases Fernández ADVERTIMENT. La consulta d’aquesta tesi queda condicionada a l’acceptació de les següents condicions d'ús: La difusió d’aquesta tesi per mitjà del servei TDX (www.tdx.cat) i a través del Dipòsit Digital de la UB (diposit.ub.edu) ha estat autoritzada pels titulars dels drets de propietat intel·lectual únicament per a usos privats emmarcats en activitats d’investigació i docència. No s’autoritza la seva reproducció amb finalitats de lucre ni la seva difusió i posada a disposició des d’un lloc aliè al servei TDX ni al Dipòsit Digital de la UB. No s’autoritza la presentació del seu contingut en una finestra o marc aliè a TDX o al Dipòsit Digital de la UB (framing). Aquesta reserva de drets afecta tant al resum de presentació de la tesi com als seus continguts. En la utilització o cita de parts de la tesi és obligat indicar el nom de la persona autora. ADVERTENCIA. La consulta de esta tesis queda condicionada a la aceptación de las siguientes condiciones de uso: La difusión de esta tesis por medio del servicio TDR (www.tdx.cat) y a través del Repositorio Digital de la UB (diposit.ub.edu) ha sido autorizada por los titulares de los derechos de propiedad intelectual únicamente para usos privados enmarcados en actividades de investigación y docencia. No se autoriza su reproducción con finalidades de lucro ni su difusión y puesta a disposición desde un sitio ajeno al servicio TDR o al Repositorio Digital de la UB.
    [Show full text]